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Problem-based and conventional medical education from a student perspective: a qualitative analysis comparing students' experience of medical education, approach to learning and reading comprehension
Linköping University, Department of Education and Psychology. Linköping University, Faculty of Educational Sciences.
1995 (English)Doctoral thesis, monograph (Other academic)
Abstract [en]

The study is primarily an empirical investigation to students' experiences of university education, approaches to learning and comprehension of a learning task. Sixty medical students, equally distributed over a PBL and a traditional medical school have participated in this study. Data consist of semi-structured interviews, which have been analyzed mainly using a phenomenographic approach, i.e., the aim has been to establish a set of categories for the description of differences in conceptions expressed by the participants.

The results showed that PBL students seem to have experienced a more flexible, meaningful, and enjoyable education compared with their counterparts from the traditional program. The domain of learning approach comprise both approach to a specific learning task as well as approach to learning in general The results in this section indicate that PBL students showed an inclination towards adopting comprehension approaches both in general and to the specific task, whereas the conventional students' propensity was towards reproductive strategies

As regards the students' comprehension of the learning task, the results indicated that the students from both programs perform more or less equally. Thus, the results appear to be, somewhat paradoxical. It was hypothesized that using a comprehension-oriented approach would yield a better understanding of the learning tasks. Our results did not support this assumption  To understand why this was not the case several explanations seemed plausible. Among many other things, it seems to be difficult to put into practice a PEL-curriculum in a setting which originally did not encompass PBL supportive characteristics.

One conclusion that can be drawn from the results is that when students enter different programs they can still maintain their approach to learning even if they report differently about their experience of studying.

Place, publisher, year, edition, pages
Linköping: Linköpings universitet , 1995. , p. 183
Series
Linköping Studies in Education and Psychology, ISSN 1102-7517 ; 45
Keyword [en]
Problem-Based Learning (PBL), medical education, learning approach, learning outcome, attitudes, experimental design, qualitative analysis.
National Category
Pedagogy Learning
Identifiers
URN: urn:nbn:se:liu:diva-143143Local ID: LiU-IPP-STU--45--SEISBN: 9178715849 (print)OAI: oai:DiVA.org:liu-143143DiVA: diva2:1159032
Public defence
1995-09-21, Eklundska salen, Campus Valla, Linköping, 10:00 (English)
Available from: 2017-11-21 Created: 2017-11-21 Last updated: 2017-12-08

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf